A learning zone of one's own : sharing representations and flow in collaborative learning environments / edited by Mario Tokoro and Luc Steels.

Cover image for A learning zone of one's own : sharing representations and flow in collaborative learning environments / edited by Mario Tokoro and Luc Steels.

ISBN:

9781417590179

9781601293985

9781586034108

Title:

A learning zone of one's own : sharing representations and flow in collaborative learning environments / edited by Mario Tokoro and Luc Steels.

Author:

Tokoro, Mario, 1947-

Publication Information:

Physical Description:

1 online resource (xii, 274 pages) : illustrations

Contents:

Preface; Acknowledgements; Introduction; Contents; Chapter 1. Grounding, Emotion and Learning; Chapter 2. Constructing Knowledge and Transforming the World; Chapter 3. How Infants Learn How to Mean; Chapter 4. Pretend Play as Learning: Case Studies from the Home; Chapter 5. A Feeling of Well-Being in Learning and Teaching; Chapter 6. On the Design of a Musical Flow Machine; Chapter 7. The Architecture of Flow; Chapter 8. Tools for Embodied Teaching: Célestin Freinet and the Learner-Centered Classroom; Chapter 9. Playing and Learning in Digitally-Augmented Physical Worlds.

Local Note:

eBooks on EBSCOhost

Subject Term:

Active learning.

Student-centered learning.

Education -- Experimental methods.

Educational technology.

Added Author:

Tokoro, Mario, 1947-

Steels, Luc.

Format:

Electronic Resources

Electronic Access:

Click here to view

Publication Date:

2004

Publication Information:

Available:*

Shelf Number	Material Type	Copy	Shelf Location	Status
371.39 22	1:E-BOOK	1	1:ONLINE	Searching... Unknown

Bound With These Titles

On Order

Summary

A Learning Zone of One's Own consists of three parts. The first part, entitled "Play and Grounding" looks at play as a context likely to reveal the essence of grounding. Grounding is the embodiment of understanding things/actions in relation to and/or integrated with their environments. The second part, entitled "Optimal Experience and Emotion" shows the close association between grounding and emotion. The third part, entitled "Pedagogy and Technology" elaborates on new technologies (the computer and Internet) and on concepts and pedagogical methodologies supported by such technologies. The contributions in this volume demonstrate the great potential for the further development. First, the editors are now more confident that emotion is indispensable for human learning, and that learning requires grounding. Emotion accompanies play activities and play activities accompany emotion. This relation provides a rich context for grounding. The notion of optimal experience, or flow, seems an important factor for grounding, and it is suggested that optimal experience occur when the emotion and neuro systems come into harmony. Moreover, the reports and proposals made here on pedagogy and tools assure us of the feasibility of learning environments that are safe, effective, and innovative. Technologies, if appropriately applied, should greatly benefit learning in both the classroom and at home.